Search results for: - diverse learners

Authors: Dina Mahmoud Hammouri

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The study investigates the Jordanian EFL learners’ pragmatic competence through their production of the speech acts of responding to requests, making suggestions, making threats and expressing farewells. The sample of the study consists of 130 Jordanian EFL learners and native speakers. 2600 responses were collected through a Discourse Completion Test (DCT). The findings of the study revealed that the tested students showed similarities and differences in performing the strategies of four speech acts. Differences in the students’ performances led to pragmatic failure instances. The pragmatic failure committed by students refers to a lack of linguistic competence (i.e., pragmalinguistic failure), sociocultural differences and pragmatic transfer (i.e., sociopragmatic failure). EFL learners employed many mechanisms to maintain their communicative competence; the analysis of the test on speech acts showed learners’ tendency towards using particular strategies, resorting to modify strategies and relating them to their grammatical competence, prefabrication, performing long forms, buffing and transfer. The results were also suggestive of the learners’ lack of pragmalinguistic and sociopragmatic knowledge. The implications of this study are for language teachers to teach interlanguage pragmatics explicitly in EFL contexts to draw learners’ attention to both pragmalinguistic and sociopragmatic features, pay more attention to these areas and allocate more time and practice to solve learners’ problems in these areas. The implication of this study is also for pedagogical material designers to provide sufficient and well-organized pragmatic input.

Keywords: pragmatic failure, Jordanian EFL learner, sociopragmatic competence, pragmalinguistic competence

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Authors: Fariha Asif

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The Saudi EFL learners face a number of problems in EFL learning, anxiety is the most potent one among those. It means that its resolution can lead to better language skills in Saudi students. That’s why, the study is carried out and is considered to be of interest to the Saudi language learners, educators and the policy makers because of the potentially negative impact that anxiety has on English language learning. The purpose of the study is to explore the factors that cause language anxiety in the Saudi EFL learners while learning speaking skills and the influence it casts on communication in the target language. The investigation of the anxiety-producing factors that arise while learning to communicate in the target language will hopefully broaden the insight into the issue of language anxiety and will help language teachers in making the classroom environment less stressful. The study seeks to answer the questions such as what are the psycholinguistic factors that cause language anxiety among ESL/EFL learners in learning and speaking English Language, especially in the context of the Saudi students. What are the socio-cultural factors that cause language anxiety among Saudi EFL learners in learning and speaking English Language? How is anxiety manifested in the language learning of the Saudi EFL learners? And which strategies can be used to successfully cope with language anxiety? The scope of the study is limited to the college and university English Teachers and subject specialists (males and females) in public sectors colleges and universities in Saudi Arabia. Some of the key findings of the study are:, Anxiety plays an important role in English as foreign language learning for the Saudi EFL learners. Some teachers believe that anxiety bears negatives effects for the learners, while some others think that anxiety serves a positive outcome for the learners by giving them an extra bit of motivation to do their best in English language learning. Language teachers seem to have consensus that L1 interference is one of the major factors that cause anxiety among the Saudi EFL learners. Most of the Saudi EFL learners are found to have fear of making mistakes. They don’t take initiative and opt to keep quiet and don’t respond fearing that they would make mistakes and this would ruin their image in front of their peers. Discouraging classroom environment is also counted as one of the major anxiety causing factors. The teachers, who don’t encourage learners positively, make them anxious and they start avoiding class participation. It is also found that English language teachers have their important role to minimize the negative effects of anxiety in the classes. The teachers’ positive encouragement can do wonders in this regard. A positive, motivating and encouraging class environment is essential to produce desired results in English language learning for the Saudi EFL learners.

Keywords: factors, psychology, speaking, EFL

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Authors: Rami Al-Sadi

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The assignment of lexical stress in English to its correct syllable is an enormous challenge to EFL learners, especially if their first language (L1) phonology is very different from English phonology. Arabic-speaking EFL learners not only stumble very frequently when it comes to placing the lexical stress in a given word, but they also seem to relegate the role of lexical stress as unimportant, mainly because in Arabic, unlike in English, lexical stress is not phonemic. This study aims at exploring the possible benefits of utilizing spectrographic representations of English words correctly pronounced, for the purpose of finding out how these spectrograms can provide a visual aid to the learners and help them rectify their stress placement errors as they see in real time spectrograms of the correct pronunciations juxtaposed on a computer screen with spectrograms of their own pronunciations for easy comparison. The study involved 120 students from the English Department at Prince Sattam bin Abdulaziz University in Saudi Arabia. 60 participants were taught the English lexical stress rules and also received spectrographic guidance on pronunciation; the other 60 received only verbal instruction on the stress rules and verbal feedback on their pronunciations. Statistical results showed that when the learners had the opportunity to ‘see’ their pronunciation mistakes, they were three times more likely to rectify their placement of lexical stress.

Keywords: Arabic-speaking EFL learners, lexical stress, pronunciation, spectrographic representation, stress placement

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Authors: kaveh Jalilzadeh, Maryam Rastgari

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Motivation for learning a foreign language is needed for learners of any foreign language to effectively learn language skills. However, there are some factors that lead to the learners’ demotivation. Therefore, teachers of foreign languages, most notably English language which turned out to be an international language for academic and business purposes, need to be well aware of the demotivation sources and know how to reduce learners’ demotivation. This study is an attempt to explore demotivation-reducing strategies employed by Turkish EFL learners in L2 writing. The researchers used a qualitative case study and employed semi-structured interviews to collect data. The informants recruited in this study were 20 English writing lecturers who were selected through purposive sampling among university lecturers/instructors at the state and non-state universities in Istanbul and Ankara. Interviews were transcribed verbatim, and MAXQDA software (version 2022) was used for performing coding and thematic analysis of the data. Findings revealed that Turkish EFL teachers use 18 strategies to reduce language learners’ demotivation. The most frequently reported strategies were: writing in a group, writing about interesting topics, writing about new topics, writing about familiar topics, writing about simple topics, and writing about relevant topics. The findings have practical implications for writing teachers and learners of the English language.

Keywords: phenomenological study, emotional vulnerability, motivation, digital Settings

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Authors: Kaoru Tomita

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This study explores how visual information helps us to learn foreign language pronunciation. Visual assistance and its effect for learning foreign language have been discussed widely. For example, simplified illustrations in textbooks are used for telling learners which part of the articulation organs are used for pronouncing sounds. Vowels are put into a chart that depicts a vowel space. Consonants are put into a table that contains two axes of place and manner of articulation. When comparing a still picture and a moving picture for visualizing learners’ pronunciation, it becomes clear that the former works better than the latter. The visualization of vowels was applied to class activities in which native and non-native speakers’ English was compared and the learners’ feedback was collected: the positions of six vowels did not scatter as much as they were expected to do. Specifically, two vowels were not discriminated and were arranged very close in the vowel space. It was surprising for the author to find that learners liked analyzing their own pronunciation by linking formant ones and twos on a sheet of paper with a pencil. Even a simple method works well if it leads learners to think about their pronunciation analytically.

Keywords: feedback, pronunciation, visualization, vowel

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Authors: Toyin Mary Adewumi, Cina Mosito

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Part of enabling learners with special education needs (SEN) to succeed is providing them with adequate support. Support is all activities in a school that enhance its capacity to respond to diversity by making learning contexts and lessons accessible to all learners. The paper reports findings of support provided by teachers to learners with SEN and the pockets of good practice found in the support provided by teachers to these learners in schools in the Amathole West District, Eastern Cape. A purposeful sample, comprising eight teachers, eight principals in eight schools, including one provincial and two district education officials, was selected. Thematic analysis was used for analyzing data gathered through semi-structured interviews. The results established that despite the challenges such as lack of qualifications and training in special education needs, learners with SEN received varied support from teachers which include extra exercises, extra time, special attention during break times or after school hours and homework. The study reveals pockets of good practice in some selected primary schools particularly in the poverty-stricken locations in the Amathole West District. This paper recommends adequate training for teachers for the support of learners with SEN.

Keywords: good practice, learner, special education needs, inclusion, support

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Authors: Wajiha Fatima

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Based on Rod Ellis’s (2002) the methodology of task-based teaching, this study explored the effects of pre-task activities on the Job Application letter of 102 ESL students (who were female and undergraduate learners). For this purpose, students were divided among three groups (Group A, Group B, and Group C), kept in control and experimental settings as well. Pre-task phase motivates the learners to perform the actual task. Ellis reportedly discussed four pre-task phases: (1) performing a similar task; (2) providing a model; (3) non-task preparation activities and (4) strategic planning. They were taught through above given three pre-task activities. Accordingly, the learners in control setting were supposed to write without any teaching aid while learners in an experimental situation were provided three different pre-task activities in each group. In order to compare the scores of the pre-test and post-test of the three groups, sample paired t-test was utilized. The obtained results of the written job application by the female students revealed that pre-task activities improved their performance in writing. On the other hand, the comparison of the three pre-task activities revealed that 'providing a model' outperformed the other two activities. For this purpose, ANOVA was utilized.

Keywords: pre-task activities, second language learners, task based language teaching, writing

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Authors: Sara Fallahi

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This paper reviews the importance of content familiarity of receptive skills and offers solutions to the issue of content unfamiliarity in language learning materials. Presently, language learning materials are mainly comprised of global issues and target language speakers’ culture(s) in receptive skills. This might leadlearners to focus on content rather than the language. As a solution, materials on receptive skills can be developed with a focus on learners’culture and social concerns, especially in the beginner levels of learning. Language learners often learn their target language through the receptive skills of listening and reading before language production ensues through speaking and writing. Students’ journey from receptive skills to productive skills is mainly concentrated on by teachers. There are barriers to language learning, such as time and energy, that can hinder learners’ understanding and ability to build the required background knowledge of the content. This is generated due to learners’ unfamiliarity with the skill’s content. Therefore, materials that improve content familiarity will help learners improve their language comprehension, learning, and usage. This presentation will conclude with practical solutions to help teachers and learners more authentically integrate language and culture to elevate language learning.

Keywords: language learning, listening content, reading content, content familiarity, ESL books, language learning books, cultural familiarity

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Authors: Fakieh Alrabai

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This study investigated the effects on learner anxiety of anxiety-reducing strategies utilized by English as foreign language teachers in Saudi Arabia. The study was conducted in two stages. In the first stage, sources of foreign language anxiety for Saudi learners of English (N = 596) were identified using The Foreign Language Classroom Anxiety Scale (FLCAS). In the second stage, 465 learners who were divided almost equally into two groups (experimental vs. control) and 12 teachers were recruited. Anxiety-reducing strategies were implemented exclusively in the treatment group for approximately eight weeks. FLCAS was used to assess learners’ FL anxiety levels before and after treatment. Statistical analyses (e.g. ANOVA and ANCOVA) were used to evaluate the study findings. These findings revealed that the intervention led to significantly decreased levels of FL anxiety for learners in the experimental group compared with increased levels of anxiety for those in the control group.

Keywords: communication apprehension, EFL teaching/learning, fear of negative evaluation, foreign language anxiety

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Authors: Liu Yi Hui

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The COVID-19 pandemic in 2020 has globally affected all aspects of life, with social distancing and quarantine orders causing turmoil and learning in community colleges being temporarily paused. In fact, this is the first time that adult education has faced such a severe challenge. It forces researchers to reflect on the impact of pandemics on adult education and ways to respond. Distance learning appears to be one of the pedagogical tools capable of dealing with interpersonal isolation and social distancing caused by the pandemic. This research aims to examine whether the impact of social distancing during COVID-19 will lead to increased acceptance of technology and, subsequently, an increase in adults ’ willingness to participate in distance learning. The hypothesis that social distancing and the desire to participate in distance learning affects learners’ tendency to accept technology is investigated. Teachers ’ participation in distance education and acceptance of technology are used as adjustment variables with the relationship to “social distancing,” “participation in distance learning,” and “acceptance of technology” of learners. A questionnaire survey was conducted over a period of twelve months for teachers and learners at all community colleges in Taiwan who enrolled in a basic unit course. Community colleges were separated using multi-stage cluster sampling, with their locations being metropolitan, non-urban, south, and east as criteria. Using the G*power software, 660 samples were selected and analyzed. The results show that through appropriate pedagogical strategies or teachers ’ own acceptance of technology, adult learners’ willingness to participate in distance learning could be influenced. A diverse model of participation can be developed, improving adult education institutions’ ability to plan curricula to be flexible to avoid the risk associated with epidemic diseases.

Keywords: social distancing, adult learning, community colleges, technology acceptance model

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Authors: Km Tanu

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It has been widely accepted that the learning style of adults and children is different, the learning motivation among adults vary, and even their learning preferences cannot be predetermined. In India, where the population is widely diverse and socio-economic and cultural disparities are there, the learning strategies should also be according to their needs and preferences. The present study explores the concept of adult learners in India in order to understand their needs and styles better. The adult learning principles of Malcolm Knowles have been analyzed, and its presence in the different policies and programs has been traced. To what extent these principles and other such concepts would be beneficial for the Indian population and for effective learning strategies, and what contextual understanding is needed, has been argued in the study. Descriptive research methodology, along with content and thematic analyses, has been used for the paper. It has been argued that there are four areas that play crucial roles in making learning effective. These are the learner, the facilitator, the resources and the policy. The prior experiences of the learners, their motivation, the group to which they belong (i.e., the learning styles and the strategies can be varied for the group of farmers and migrant laborers), and their expected outcome play an important role in making any adult education program successful but along with this, the role of facilitator or the educator is also very important as it is not easy to deal with the adult learners, the understanding that the task is not to teach the adult learners but to make them learn and to use their prior knowledge is a task in itself, proper training is needed for that matter. Many times, it has been seen that adult education programs are poorly funded, or even if they are funded, the fund is not utilized well; the unavailability of the resources is one of the reasons for the failure of adult education programs, and if we see these four points as a triangle, at the bottom, there is a policy document. A well-stated and described doable policy document is also equally important.

Keywords: adult education, Indian adult learner, effective learning styles, Malcolm Knowles learning principles, adult education policies and program

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Authors: Muhammad Hamza

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This research is based on the effect of self-questioning strategy on reading comprehension of second language learners at medium level. This research is conducted to find out the effects of self-questioning strategy and how self-questioning strategy helps English learners to improve their reading comprehension. In this research study the researcher has analyzed that how much self-questioning is effective in the field of learning second language and how much it helps second language learners to improve their reading comprehension. For this purpose, the researcher has studied different reading strategies, analyzed, collected data from certificate level class at NUML, Peshawar campus and then found out the effects of self-questioning strategy on reading comprehension of ESL learners. The researcher has randomly selected the participants from certificate class. The data was analyzed through pre-test and post-test and then in the final stage the results of both tests were compared. After the pre-test and post-test, the result of both pre-test and post-test indicated that if the learners start to use self-questioning strategy before reading a text, while reading a text and after reading a particular text there’ll be improvement in comprehension level of ESL learners. The present research has addressed the benefits of self-questioning strategy by taking two tests (pre and post-test).After the result of post-test it is revealed that the use of the self-questioning strategy has a significant effect on the readers’ comprehension thus, they can improve their reading comprehension by using self-questioning strategy.

Keywords: strategy, self-questioning, comprehension, intermediate level ESL learner

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Authors: Taher Bahrani

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Armed with technological development, the present study aimed at gauging the effectiveness of exposure to news and movies as two types of audio-visual programs on improving language learners’ listening comprehension at the intermediate level. To this end, a listening comprehension test was administered to 108 language learners and finally 60 language learners were selected as intermediate language learners and randomly divided into group one and group two. During the experiment, group one participants had exposure to audio-visual news stories to work on in-and out-side the classroom. On the contrary, the participants in group two had only exposure to a sample selected utterances extracted from different kinds of movies. At the end of the experiment, both groups took another sample listening test to find out to what extent the participants in each group could enhance their listening comprehension. The results obtained from the post-test were indicative of the fact that the participants who had exposure to news outperformed the participants who had exposure to movies. The findings of the present research seem to indicate that the language input embedded in the type of audio-visual programs which language learners are exposed to is more important than the amount of exposure.

Keywords: audio-visual news, movies, listening comprehension, intermediate level

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Authors: May George

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Native speakers can play a significant role in improving second language learners speaking skills through weekly interaction. Speaking is one of the important skills that second language learners need to practice in order to be able to communicate the language. This study will examine Talkaboard as an important tool to achieve better outcomes in speaking a language. The subject of the study will be 16 advanced Arabic language learners at the college level. There will be a pre-test and post-test to examine the conversation outcomes using the Talkaborad tool. The students will be asked to write a summary and talk about their weekly conversation experience with the native speaker in class. The teacher will use a check list to determine the progress made in speaking the Arabic language. The results of this study will provide language teachers with information related to the native speakers’ role in language and the progress the second language learners made after interacting with native speakers.

Keywords: speaking, language, interaction, culture

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Authors: Habibollah Mashhady, Behruz Lotfi, Mohammad Doosti, Moslem Fatollahi

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An exploration of the related literature reveals that all instruction methods aim at training autonomous learners. After the turn of second language pedagogy toward learner-oriented strategies, learners’ needs were more focused. Yet; the historical, social and political aspects of learning were still neglected. The present study investigates the notion of autonomous learning and explains its various facets from a pedagogical point of view. Furthermore; different elements, fields and scopes of autonomous learning will be explored. After exploring different aspects of autonomy, it is postulated that liberatory autonomy is highlighted since it not only covers social autonomy but also reveals learners’ capabilities and human potentials. It is also recommended that learners consider different elements of autonomy such as motivation, knowledge, confidence, and skills.

Keywords: critical pedagogy, social autonomy, academic learning, cultural notions

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Authors: Mahmoud Nabilu

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The present study explored the effect of using Mobile listening applications on developing listening skills by Iranian intermediate EFL learners. Fifty male intermediate English learners whose age range was between 15 and 20, participated in the study. The participants were placed in two groups on the basis of their scores on a placement test. Therefore, the participants of the study were homogenized in terms of general proficiency, and groups were assigned as one experimental group and one control group. The experimental group was instructed by the treatment which was using mobile applications to develop their listening skills while the control group received traditional methods. The research data were obtained from the 40-item multiple-choice tests as a pre-test and a post-test. The results of the t-test clearly revealed that the learners in the experimental group performed better in the post-test than the pre-test. This implies that using a mobile application for developing listening skills as a treatment was effective in helping the language learners perform better on post-test. However, a statistically significant difference was found between the post-tests scores of the two groups. The mean of the experimental group was greater compared to the control group. The participants were Iranian and from an Iranian Language Institute, so care should be taken while generalizing the results to the learners of other nationalities. However, in the researcher's view, the findings of this study have valuable implications for teachers and learners, methodologists and syllabus designers, linguists and MALL/CALL (mobile/computer-assisted language learning) experts. Using the result of the present paper is an aim of raising the consciousness of a better technique of developing listening skills in order to make language learning more efficient for the learners.

Keywords: Mobile listening applications, intermediate EFL learners, MALL, CALL

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Authors: Tsediso Makoelle

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South Africa like in other parts of the world has acknowledged the prevalence of the phenomenon of homosexuality in the society. Due to the number of homosexuality cases in the South African society, questions have been asked about the impact of homosexuality in schools and how teachers and learners deal with homosexuality within the context of an emerging inclusive education system. This qualitative study analysis the experiences of teachers and learners in selected secondary schools in relation to prevalence of transgender in schools. Interviews were conducted with principals, teachers and focus group of learners in schools were cases homosexuality have been reported. Data was analysed using an inductive analysis framework. Among the findings was that homosexuality is still viewed as a taboo in Black-African dominated school communities and that the need to create all-embracing and inclusive environment was evident. The study suggests a needs to open communications in communities about homosexuality in order to develop an all-inclusive environment for all learners regardless of their sexual orientation.

Keywords: homosexuality, inclusive education, sexual orientation, transgender

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Authors: Maassoumeh Bemani Naeini

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Studies on interlanguage have long been engaged in describing the phenomenon of variation in SLA. Pursuing the same goal and particularly addressing the role of linguistic features, this study describes the use of Persian morphology in the interlanguage of two adult English-speaking learners of Persian L2. Taking the general approach of a combination of contrastive analysis, error analysis and interlanguage analysis, this study focuses on the identification and prediction of some possible instances of transfer from English L1 to Persian L2 across six elicitation tasks aiming to investigate whether any of contextual features may variably influence the learners’ order of morpheme accuracy in the areas of copula, possessives, articles, demonstratives, plural form, personal pronouns, and genitive cases.  Results describe the existence of task variation in the interlanguage system of Persian L2 learners.

Keywords: English L1, Interlanguage Analysis, Persian L2, SLA variation

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Authors: Kafuko M. Maria, Namisango Fatuma, Byomire Gorretti

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Mobile learning (m-learning) is steadily growing and has undoubtedly derived benefits to learners and tutors in different learning environments. This paper investigates the variation in benefits derived from enhanced classroom learning through use of m-learning platforms in the context of a developing country owing to the fact that it is still in its initial stages. The study focused on how basic technology-enhanced pedagogic innovation like cell phone-based learning is enhancing classroom learning from the learners’ perspective. The paper explicitly indicates the opportunities presented by enhanced learning to a conventional learning environment like a physical classroom. The findings were obtained through a survey of two universities in Uganda in which data was quantitatively collected, analyzed and presented in a three banded diagram depicting the variation in the obtainable benefits. Learners indicated that a smartphone is the most commonly used device. Learners also indicate that straight lectures, student to student plus student to lecturer communication, accessing learning material and assignments are core activities. In a TEL environment support by smartphones, learners indicated that they conveniently achieve the prior activities plus discussions and group work. Learners seemed not attracted to the possibility of using TEL environment to take lectures, as well as make class presentations. The less attractiveness of these two factors may be due to the teacher centered approach commonly applied in the country’s education system.

Keywords: technology enhanced learning, m-learning, classroom learning, perceived benefits

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Authors: Johnnie Hay

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New Zealand is well known for its natural beauty, diversity of people but also for its strong focus on mental health through the provision of a vast network of psycho-social support services. South African-trained psychologists often make New Zealand their new home when emigrating - as it is relatively simple to slot into the well-established mental health system. South Africa is bigger in size, population, GDP and probably people diversity than New Zealand but struggles to provide adequate educational and psychological support services to schools. This is mainly due to budgetary pressures brought about by the imperative to first ensure that the approximately 13 million learners all have a teacher in front of their classes and at an average ratio of not more than 40 learners per class. In this paper, perspectives on educational and psychological support in New Zealand and South African schools will be shared. Through basic qualitative research encompassing semi-structured interviews with two South African educational psychologists who returned from New Zealand, supplemented by document analysis, the New Zealand situation will be scrutinized. South African perspectives will be obtained through a number of semi-structured interviews and questionnaires administered by education support services specialists working in district-based support teams in three provinces of the country. This research is in process, but preliminary findings indicate large disparities between the two countries' emphasis, funding, post provisioning and structure regarding educational and psychological support services.

Keywords: educational psychological support services, support for learners experiencing special needs, education support services, diverse learner population

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Authors: Musbah Abdussayed

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The washback effect refers to the influence of assessment on teaching and learning, and this washback effect can either be positive or negative. This study implemented, sequentially, self-assessment (SA) and peer assessment (PA) and examined the washback effect of self and peer assessment (SPA) activities on the writing growth during the revision phase in the writing process. Twenty advanced Arabic as a second language learners from a private school in the USA participated in the study. The participants composed and then revised a short Arabic story as a part of a midterm grade. Qualitative data was collected, analyzed, and synthesized from ten interviews with the learners and from the twenty learners’ post-reflective journals. The findings indicate positive washback effects on the learners’ writing growth. The PA activity enhanced descriptions and meaning, promoted creativity, and improved textual coherence, whereas the SA activity led to detecting editing issues. Furthermore, both SPA activities had washback effects in common, including helping the learners meet the writing genre conventions and developing metacognitive awareness. However, the findings also demonstrate negative washback effects on the learners’ attitudes during the revision phase in the writing process, including bias toward self-evaluation during the SA activity and reluctance to rate peers’ writing performance during the PA activity. The findings suggest that self-and peer assessment activities are essential teaching and learning tools that can be utilized sequentially to help learners tackle multiple writing areas during the revision phase in the writing process.

Keywords: self assessment, peer assessment, washback effect, second language writing, writing process

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Authors: Aziz Soubai

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The primary issue is that English as foreign language learners don’t use English outside the classroom. The only little exposure is inside the classroom, and that’s not enough to make them good language learners! Edmodo, like the other Learning Management Systems, can be used to encourage students to collaborate with each other and with global classrooms on projects where English is used- Some examples of collaboration with different schools will be mentioned and how the Substitution Augmentation Modification Redefinition (SAMR) model and its stages can be applied in the activities, especially for teachers who are hesitant to introduce technology or don’t have a lot of technical knowledge. There will also be some focus on Edmodo groups and on how flipped and blended learning can be used as an extension for classroom time and to help the teacher address language problems and improve students’ language skills, especially writing, reading and communication. It is also equally important to use Edmodo badges and certificates for motivating and engaging learners and gamifying the lesson.

Keywords: EFL learners, language classroom-learning management system, edmodo, SAMR, language skills

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Authors: Ailene B. Anonuevo

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The aim of the study was to evaluate the quality of life presently available for the IP students in selected schools in the Division of Panabo City. This further explores their future dreams and current status in classes and examines some implications relative to their studies. The study adopted the mixed methodology and used a survey research design as the operational framework for data gathering. Data were collected by self-administered questionnaires and interviews with sixty students from three schools in Panabo City. In addition, this study describes the learners’ background and school climate as variables that might influence their performance in school. The study revealed that an IP student needs extra attention due to their unfavorable learning environment. The study also found out that like any other students, IP learners yearns for a brighter future with the support of our government.

Keywords: IP learners, learning landscape, school climate, quality of life

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Authors: Andrew Laghos

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Computer-assisted language learning (CALL) is defined as the use of computers to help learn languages. In this study we look at several different types of CALL tools and applications and how they can assist Adults and Young Learners in learning the English language as a foreign, second or additional language. It is important to identify the roles of the teacher and the learners, and what the learners’ motivations are for learning the language. Audio, video, interactive multimedia games, online translation services, conferencing, chat rooms, discussion forums, social networks, social media, email communication, songs and music video clips are just some of the many ways computers are currently being used to enhance language learning. CALL may be used for classroom teaching as well as for online and mobile learning. Advantages and disadvantages of CALL are discussed and the study ends with future predictions of CALL.

Keywords: computer-assisted language learning (CALL), teaching English as a foreign language (TEFL/EFL), adult learners, young learners

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Authors: Saziye Darendeli

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Motivation has a significant impact on a second/foreign language learning process, so it plays a vital role while achieving the learning goal. As it is defined by Simon (1967, p. 29), motivation is “a goal terminating mechanism, permitting goals to be processed serially.”AccordingtoSimon, if a learning goal is activated and enough attention is given, the learner starts learning. In connection with this view, the more attention is given on a subject, and the more activation takes place on it, the quicker learning will occur. Moreover, today almost every teacher is familiar with the term “distance education” regardless of their student's age group. As it is stated by Visser (2002), when compared to the traditional classrooms, in distance education, the rate and success of language learningdecreasesandone of the most essential reasons is that motivating students in distance education contexts, in which interaction is lower, is much more challenging than face-to-face training especially with young learners(Lim& Kim, 2003). Besides, there are limited numbers of studies conducted on motivational strategies for young learners in distance education contexts since we have been experiencing full time the online schooling process recently, yet online teaching seems to be permanent in our lives with the new technological era. Therefore, there appears to be a need for various strategies to motivate young learners in distance education, and the current study aims to find out the strategies that young learners’ teachers use to increase their students’ motivation level in distance education. To achieve this aim, a qualitative research approach and a phenomenological method with an interpretive design will be used. The participants, who are teachers of young learners, will be interviewed using a structured interview format consisting of 7 questions. As the participants are young learners’teacherswhohavebeenexperiencingteaching online, exploring thestrategiesthattheyusetoincreasetheirstudents’ motivationlevelwillprovidesomesuggestionsaboutthemotivationalstrategiesforfuture online classes. Also, in this paper, I will move beyond the traditional classrooms that have face-to-face lessons and discuss the effective motivational strategies for young learners in distance education.

Keywords: motivation, distance education, young learners, strategies

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Authors: Jamie David Hopkin

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This study aims to contribute uniquely to help colleges and community learning and development institutes to help aid progression within ESOL learning. The study investigates the barriers that migrant and displaced learners face accessing further education in Scotland. The study also includes a set of recommendations both for colleges and CLD institutes to help ESOL learners in their journey to further education. The research found that integration into Scottish society is one of the biggest motivators for ESOL students to learn English. It also found that the place of gender and “gender roles” contribute to the barriers that learners face in terms of progression and learning. The study also reviews all literature related to ESOL learning in Scotland and found that there are only two main policies that support ESOL learning, and both are slightly outdated in terms of supporting progression. This study aims to help bridge the gap in knowledge around the progression from informal learning to formal education. The recommendations that are made in this study are aimed to help institutes and learners on their journey to a positive destination. The main beneficiaries of this research are current and future ESOL learners in Scotland, ESOL institutes, and TESOL professionals.

Keywords: community learning and development, English for speakers of other languages, further education, higher education TESOL, teaching English as a second language

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Authors: A. Olusegun Egunjobi, Samson Sunday Adekunte

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This study investigated the teachers’ and learners’ ICT-readiness assessment for agricultural science instruction in secondary schools in Ogun State, Nigeria. However, the sample population of 6 and 120 agricultural science teachers and learners were randomly selected respectively from 3 public and 3 private senior secondary schools in Ado-Odo/Ota Local Government Area of Ogun State, Nigeria. Descriptive survey design of ex post-facto type was adopted for the study. Two structured questionnaires tagged Teachers’ and Learners’ Questionnaires on ICT-Readiness for Agricultural Science Instruction TQICTRASI and LQICTRASI respectively were used for data collection. The two questionnaires were subjected to Cronbach alpha coefficient with the results 0.86 and 0.82 respectively. Five research hypotheses were tested at 0.05 level of significance. Findings revealed that teachers in private senior secondary school (SSS) were more ready and prepared than their counterparts in public SSS with the result t-value = 4.25 greater than t-critical = 2.77, df = 4 at p<0.05. Also, learners in private SSS were more prepared and ready for the utilisation of ICT-facilities for agricultural science instruction with the result t-value = 3.51 greater than t-critical = 1.98, df = 118 at p<0.05. However, male and female learners in both private and public SSS were equally prepared and ready for the ICT-facilities utilisation for agricultural science instruction, thus, there were no significant differences in their ICT-readiness. Therefore, the study proffered that, both male and female teachers and learners should be more ICT-compliant and always ready to upgrade their skills and knowledge in ICT-facilities, utilisation for agricultural science instruction and even for other school subjects particularly in Ogun State and in generally in Nigeria.

Keywords: ICT-readiness, teachers’ and learners’ assessment, private and public senior secondary schools, agricultural science instruction

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Authors: Eunjung Lee

Abstract:

This study aims to analyze the sentences generated by the beginners who learn ‘e,’ a postposition in Korean and to find out the regularity of learners’ interlanguage upon investigating the usages of ‘e’ that appears by meanings and functions in their interlanguage, and conditions that ‘e’ is used. This study was conducted with mainly two assumptions; first, the learner’s language has the specific type of interlanguage; and second, there is the regularity of interlanguage when students produce ‘e’ under the specific conditions. Learners’ output has various values and can be used as the useful data to understand interlanguage. Therefore, all the sentences containing a postposition ‘e’ by English speaking learners were searched in ‘Learners’ corpus sharing center in The National Institute of Korean Language’ in Korea, and the data were collected upon limiting the levels of learners with Level 1 and 2. 789 sentences that were used with ‘e’ were selected as the final subjects of the analysis. First, to understand the environmental characteristics to be used with a postposition, ‘e’ after summarizing 13 meaning and functions of ‘e’ appeared in three books of Korean dictionary that summarized the Korean grammar, 1) meaning function of ‘e’ that were used in each sentence was classified; 2) the nouns that were combined with ‘e,’ keywords of the sentences, and the characteristics of modifiers, linkers, and predicates appeared in front of ‘e’ were analyzed; 3) the regularity by the novice learners’ meaning and functions were reviewed; and 4) the differences of the regularity by level 1 and 2 learners’ meaning and functions were found. Upon the study results, the novice learners showed 1) they used the nouns related to ‘time(시간), before(전), after(후), next(다음), the next(그다음), then(때), day of the week(요일), and season(계절)’ mainly in front of ‘e’ when they used ‘e’ as the meaning function of time; 2) they used mainly the verbs of ‘go(가다),’ ‘come(오다),’ and ‘go round(다니다)’ as the predicate to match with ‘e’ that was the meaning function of direction and destination; and 3) they used mainly the nouns related to ‘locations or countries’ in front of ‘e,’ a meaning function postposition of ‘place,’ used mainly the verbs ‘be(있다), not be(없다), live(살다), be many(많다)’ after ‘e,’ and ‘i(이) or ka(가)’ was combined mainly in the subject words in case of ‘be(있다), not be(없다)’ or ‘be many(많다),’ and ‘eun(은) or nun(는)’ was combined mainly in the subject words in front of ‘live at’ In addition, 4) they used ‘e’ which indicates ‘cause or reason’ in the form of ‘because( 때문에),’ and 5) used ‘e’ of the subjects as the predicates to match with the predicates such as ‘treat(대하다), like(들다), and catch(걸리다).’ From these results, ‘e’ usage patterns of the Korean novice learners demonstrated very differently by the meaning functions and the learners’ interlanguage regularity could be deducted. However, little difference was found in interlanguage regularity between level 1 and 2. This study has the meaning to try to understand the interlanguage system and regularity in the learners’ acquisition process of postposition ‘e’ and this can be utilized to lessen their errors.

Keywords: interlanguage, interlagnage anaylsis, postposition ‘e’, Korean acquisition

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Authors: Howard Gomwe, Eunice Seekoe, Philemon Lyoka, Chioneso Show Marange, Dennyford Mafa

Abstract:

There is arguably a lack of literature regarding body physical fitness and body composition amongst primary school learners in South Africa. For this reason, the study is aimed at investigating and accessing how body composition relates to physical fitness amongst primary school learners in the Eastern Cape Province of South Africa. In order to achieve this, a school-based cross-sectional survey was carried out among 876 primary school learners aged 9 to 14 years. Body composition indicators were measured and/or calculated, whilst physical fitness was evaluated according to the EUROFIT fitness standards by a 20 m shuttle run, push-ups, sit and reach as well as sit-ups. Out of 876 participants, a total of 870 were retained. Of these, 351 (40.34%) were boys, and 519 (59.66%) were girls. The average age of learners was 11.04 ± 1.50 years, with boys having a significantly (p = 0.002) higher mean age (M = 11.24; SD = 1.51 years) as compared to that of girls (M = 10.91; SD = 1.48 years). The non-parametric Spearman Rho correlation coefficients revealed several significant and negative relationships between body composition measurements with physical fitness characteristics, which were stronger in girls than in boys. The findings advocate for policymakers and responsible authorities to initiate the development of policies and interventions targeted at encouraging physical activity and health promotion among primary school learners in South Africa, especially in girls.

Keywords: BMI, body composition, body fat, children, physical fitness, primary school

Procedia PDF Downloads 251

Authors: Sweta Sinha

Abstract:

Rapid evolution of technology has changed language pedagogy as well as perspectives on language use, leading to strategic changes in discourse studies. We are now firmly embedded in a time when digital technologies have become an integral part of our daily lives. This has led to generalized approaches to English Language Teaching (ELT) which has raised two-pronged concerns in linguistically diverse settings: a) the diverse linguistic background of the learner might interfere/ intervene with the learning process and b) the differential level of already acquired knowledge of target language might make the classroom practices too easy or too difficult for the target group of learners. ELT needs a more systematic and differential pedagogical approach for greater efficiency and accuracy. The present research analyses the need of identifying learner groups based on different levels of target language proficiency based on a longitudinal study done on 150 undergraduate students. The learners were divided into five groups based on their performance on a twenty point scale in Listening Speaking Reading and Writing (LSRW). The groups were then subjected to varying durations of technology aided language learning sessions and their performance was recorded again on the same scale. Identifying groups and introducing differential teaching and learning strategies led to better results compared to generalized teaching strategies. Language teaching includes different aspects: the organizational, the technological, the sociological, the psychological, the pedagogical and the linguistic. And a facilitator must account for all these aspects in a carefully devised differential approach meeting the challenge of learner diversity. Apart from the justification of the formation of differential groups the paper attempts to devise framework to account for all these aspects in order to make ELT in multilingual setting much more effective.

Keywords: differential groups, English language teaching, language pedagogy, multilingualism, technology aided language learning

Procedia PDF Downloads 374